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ERIC Number: EJ849774
Record Type: Journal
Publication Date: 2006-Apr
Pages: 6
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1541-4329
An Assessment of the Perception of Learning Gains of Freshmen Students in an Introductory Course in Nutrition and Food Science
Anderson, Alfred K.
Journal of Food Science Education, v5 n2 p25-30 Apr 2006
The assessment of learning gains of students in science and other disciplines is becoming a reality following the gradual shift from the traditional style of teaching to a curriculum-based assessment of learning outcomes. The degree to which students perceive to have obtained the outcomes of a course can be measured through an assessment of students' learning gains. This study evaluated the perceived learning gains of freshmen students in an introductory class FSC 110-Introduction to Human Nutrition and Food Science (FSC 110)-over a 4-semester period. Students used the Assessment of Learning Gains Survey Instrument, developed by the Wisconsin Center for Education Research, to assess the level of their perceived learning gains. The data collected indicated that, overall, students favorably perceived their learning gains in the course. Through the instrument, students identified areas of the course that they perceived to have contributed positively to their learning experiences and those they perceived to have not contributed in any meaningful way to their learning experiences. The students' perception of their learning gains could be useful to the instructor because it offers opportunities to revise the course with respect to delivery method, assessment methods and tools, and course resources, and to improve individual support given to students to enhance their learning experience. Such alterations in pedagogy could lead to significant improvements in course quality, which could be archived and transferred to subsequent classes.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A